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High implementation level was defined pragmatically as 80% or more, as no schools had implemented 100% of the components.
School level: Compared to the number of schools with a high implementation level of variation in vegetable delivery, twice as many schools had a high implementation level of variation in the delivered fruits (14 versus 7).
What characterises schools with a stable high implementation level of intervention components during the entire intervention period?
We used the process evaluation concepts context and appreciation to characterise the schools with a stable high implementation level throughout the intervention period.
Knowledge on characteristics of teachers and schools that achieve a high implementation level may benefit the development of more feasible interventions.
Schools with stable high implementation level (SH): The implementation level was high (≥80%) at both times of assessments (the ideal situation).
Similar(50)
Schools with stable high implementation levels over time were characterised by context, intervention appreciation and implementation of other components.
Fisher's exact tests were performed to compare schools with stable high implementation levels with schools with low or unstable implementation.
School and class level: An increase in schools with high implementation levels was detected when aggregating teacher data (from 5too 6 schools).
School level data: Only few schools (4 concerning fruit and 1 concerning vegetables) were categorised as having high implementation levels in terms of variety according to the pupils (Table 2).
We found no clear pattern concerning whether schools were improving and doing well for all process measures (Table 3), although some schools had stable high implementation levels or improvements for several process measures compared to other schools.
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com